AN ARIZONA AND SOUTHWEST PLACE-BASED UNDERGRADUATE EARTH SYSTEM SCIENCE COURSE

A new Arizona- and Southwest-based undergraduate Earth system science course (Geology 300) at Arizona State University is informed by theories of place and situated learning; integrated geoscientific, ecological, and humanistic knowledge of the region, and the results from mixed-methods evaluation of three pilot offerings of the course (on- and off-campus). Geology 300 serves an academically and ethnically diverse mix of upper-division Earth and space science majors and non-majors (including education majors, aka pre-service teachers). Our prior research shows that the trans-disciplinary context and affective appeal of place are relevant to this broad group.

Lessons, labs, and field studies (all 5-E inquiry) are fully situated in the geologic, hydrologic, climatic, ecologic, and cultural landscapes of the Southwest region. Content is organized by the overarching theme of rock, water, air, and life systems: a concept that bridges mainstream Earth system science and Indigenous Southwestern ethnoscience. Students' senses of place (meanings found in and attachments formed to place) are leveraged and enhanced through evocation of the Southwest's beauty; allure to scientists, artists, and visitors; and its importance as a home to diverse cultures over millennia. Case studies on regionally situated environmental issues afford students required college-level Science and Society credit.

Learning outcomes emerge from Earth Science Literacy and Climate Literacy Principles, Indigenous Ecological Understandings (Kawagley & Barnhardt), and knowledge and skills for sustainable living and citizenship. Students are assessed with conceptests, inter-lesson chores, and capstone projects: individually negotiated to allow each student to leverage his or her particular skills and sense of place.

Course goals are to: (1) enhance knowledge of Southwest natural systems and relevant scientific skills according to each student's needs (e.g., a mid-program content review for majors, a regional survey of pedagogical relevance for pre-service teachers, or greater Earth science literacy appropriate for informed citizenship); (2) help satisfy Science and Society requirements for graduation; (3) encourage life-long learning in and about the region, and (4) foster or bolster students' love of place.